NordicOER wraps up 2 years of activiteis

Introductory slides from NordicOER final event in Copenhagen June 18 2015

Education

NordicOER
Tore Hoel
Oslo and Akershus University College
of Applied Sciences, Norway
Wrap-up meeting Nordplus project, Copenhagen, June 2015

Creative Commons
Attribution-ShareAlike
This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

NordicOER builds a Nordic alliance
promoting Open Education

Paris OER Declaration
EU's Opening Up Education
initiative

Create Nordic
Network on OER and
Open Education

Explore...
Open an flexible
learning opportunities

Help institutions
position OER in their
strategies

Cross-border &
Cross-sector
collaborations

Good practices,
Policy building &
Implementation

Norsk Svenska
Dansk Suomen kieli Førjar
Small languages
English

1. Verdigrunnlag
I de nordiske land deler vi verdier som
åpenhet og en gjennomsiktig forvaltning,
lik rett til utdanning, og idealet om aktiv
samfunnsdeltakelse. Åpne
læringsressurser (OER) bygger på disse
verdiene. Spredning og bruk av OER vil
være med på å gjøre nordisk utdanning
bedre.

2. Nyskapning
OER reiser nye spørsmål om utdanning.
Slik vil OER spille en stadig mer viktig rolle
i å skape nye og innovative globale
utdanningspraksiser. Det er behov for å
fokusere på hvordan OER kan bidra til
nyskaping for de nordiske
kunnskapsøkonomiene.

3. Utdanningsformer
OER gir organisasjoner en anledning til å
tenke nytt om sine utdanningsmessige og
økonomiske modeller. Å fremme OER
bidrar til å identifisere muligheter og bygge
ned barrierer for høykvalitets læring og
undervisning.

4. Markedsøkonomi
OER som kan deles fritt, betyr ikke slutten
på et marked for åpne læringsressurser.
Forfattere og innholdsleverandører, forlag,
skolemyndigheter og andre bør diskutere
hvordan OER kan bli integrert i det
nordiske utdanningssystem.

5. Bevisstgjøring
Å skape oppmerksomhet er første prioritet for å
fremme OER i de nordiske land. UNESCOs Paris-
deklarasjon og EUs Opening Up Education er
internasjonale initiativ som gir et godt grunnlag for
informasjonsarbeidet. Inspirasjon bør også søkes fra
nordisk politikkutvikling på områder som åpen
kildekode, åpen tilgang til artikler og
forskningsmateriale, åpne data, åpen utdanning,
åpen forskning og åpen innovasjon – siden åpne
læringsressurser er en del av disse åpne praksisene.

6. Kvalitet
Deling fremmer kvalitet i utdanningen, og
åpne læringsressurser bringer et aspekt
av fagfellevurdering til læring og
undervisning. Kvalitet bør være fokuset
ved integrering av OER i nordisk
utdanning.

7. Språk og kultur
De nordiske språkene og kulturene er små og
må finne sin egen rolle i en OER-bevegelse
som er dominert av engelsk språk og anglo-
amerikansk kultur. De nordiske land vil ha
nytte av et nært samarbeid når man søker
egne løsninger på hvordan man kan bidra til
den lokale og den globale OER-allmenningen.

8. Globalt ansvar
OER er et globalt fenomen uten grenser
for hvem som kan publisere
læringsressurer eller hvem som kan bruke
dem. Gjennom å fremme OER vil de
nordiske land kunne styrke sine bidrag til
global utvikling av utdanning.

9. Institusjonsansvar
Utdanningsinstitusjoner bør ha strategi og
konkrete planer for å fremme åpne
læringsressurser. Nordisk samarbeid om
OER bør hjelpe skole, høgskoler,
universitet, yrkesutdanningsinstitusjoner og
andre utdanningsinstitusjoner i å utvikle sin
strategi på området, f.eks. gjennom deling
og utveksling av kunnskap.

10. Myndighetsansvar
Myndighetene er ansvarlige for å sørge for
etablering av gode rammeverk for åpne
læringsressurser. Lokale, regionale og
nasjonale myndigheter bør utvikle politikk
og strategier for bruk av OER innenfor
sine myndighetsområder

Tore Hoel presented on the need for open architectures and interoperability standards for learning analytics. Key challenges include a lack of trust, different data schemas and sources being used, and privacy and data ownership issues. Standards are needed for activity streams, vocabularies, storage designs, and algorithms. While initiatives exist, there is no single European leader coordinating standardization efforts for learning analytics.

Towards a Semantic Infrastructure for Learning, Education and Training?

This document summarizes a conference on semantics and discusses the need for a semantic infrastructure to facilitate learning, education, and training. It notes that while standards like RDF and Topic Maps help machines and humans understand each other, a lack of tools and trust slows their adoption. The document proposes building an infrastructure with published subject identifiers and sharing ontologies and vocabularies. It describes some Norwegian projects demonstrating semantic approaches and concludes that simple recommendations, identifiers, and showcasing tools can help exchange information and create a semantic hub.

Learning Analytics - Vision of the Future

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Scott Wilson Eunis

Lightweight approaches to standardization such as XCRI focus on short development time, open membership, and interoperability over formal endorsement and conformance. XCRI was created to address the lack of a standard for exchanging course information between university systems. It has gained adoption through practical pilots and now engages with policymakers to support reengineering of education sector processes. As XCRI matures, it aims to work more closely with vendors and participate in formal standardization processes.

Workshop on Learning Analytics @ EDEN15 in Barcelona - June 2015

Bruk av CC i høgre utdanning

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